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The research in this study focuses on the role of environmental education activities in the clarification of environmental values in Grade 6 learners. The much discussed environmental crisis arose as a result of man's negative environmental behaviour. Human behaviour is a matter of choices based on environmental values. Environmental value clarification aims to raise learners' awareness of their own values and to increase their effect on the environment. It helps learners to explore their own values, to consider advantages and disadvantages, to accept that others' beliefs may vary from their own, and to align their own actions and behaviours with their personal beliefs. Using environmental education activities the researcher aims to help learners clarify their environmental values as environmental education activities can not only be interesting and fun, but can also have a powerful impact on students' interest in and awareness of environmental problems. As the clarification of environmental values contains a highly subjective component, use is made of a combined method research strategy. The quantitative research component takes place through a pre- and post-test test with an experimental and a control group. During the pre- and post-test a standardised questionnaire is used whilst the interventions take the form of an environmental education activity. A qualitative, collective case study design forms the qualitative part of the combined method, through observation during the activity and focus group interviews thereafter. Three schools that are part of the project "Education for sustainable living", where schools pay attention to the environment through the implementation of environmental management principles, were selected for participation. The findings indicate that learners that were exposed to the activity are confronted with their own environmental values and attitudes whilst being forced to seriously, honestly andcritically reflect on his / her own values regarding specific environmental issues in the activity. / Thesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013.

The research in this study focuses on the role of environmental education activities in the clarification of environmental values in Grade 6 learners. The much discussed environmental crisis arose as a result of man's negative environmental behaviour. Human behaviour is a matter of choices based on environmental values. Environmental value clarification aims to raise learners' awareness of their own values and to increase their effect on the environment. It helps learners to explore their own values, to consider advantages and disadvantages, to accept that others' beliefs may vary from their own, and to align their own actions and behaviours with their personal beliefs. Using environmental education activities the researcher aims to help learners clarify their environmental values as environmental education activities can not only be interesting and fun, but can also have a powerful impact on students' interest in and awareness of environmental problems. As the clarification of environmental values contains a highly subjective component, use is made of a combined method research strategy. The quantitative research component takes place through a pre- and post-test test with an experimental and a control group. During the pre- and post-test a standardised questionnaire is used whilst the interventions take the form of an environmental education activity. A qualitative, collective case study design forms the qualitative part of the combined method, through observation during the activity and focus group interviews thereafter. Three schools that are part of the project "Education for sustainable living", where schools pay attention to the environment through the implementation of environmental management principles, were selected for participation. The findings indicate that learners that were exposed to the activity are confronted with their own environmental values and attitudes whilst being forced to seriously, honestly andcritically reflect on his / her own values regarding specific environmental issues in the activity. / Thesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013.

Institutions of higher educations (IHE), particularly universities, have a significant role to play in the global transformation to socio-ecological sustainability. This study focuses on the strategic planning efforts of one university, the University of Canterbury in Christchurch, New Zealand where The Natural Step Framework (TNSF) is being used to develop a pan-University Sustainability Plan. Drawing upon the triple helix model of university-government-industry interactions for knowledge creation, and integrating principles of education for sustainable development into strategic organizational learning and change processes within higher education, this study suggests that advocates for sustainability within IHE can use the TNSF to assess institutional barriers and communicate specific opportunities in order to institutionalize strategic sustainable development and promote socio-ecological innovation. / <p>100 Eheart Street SE Blacksburg, VA 24060</p>

Hållbar utveckling är utveckling som syftar till att möta nutidens behov utan att riskera attframtida generationer inte ska kunna möta deras egna. Människans snabba resursförbrukningskapar idag bristvaror som riskerar att ta slut. Internationella organisationer kom under 1970-talet fram till att en god miljö måste prioriteras för att nå samhällelig utveckling ochekonomisk tillväxt. För att hållbar utveckling ska bli möjligt att nå blir det därför viktigt attbalansera ekonomiska, sociala och miljömässiga aspekter av hållbar utveckling. Med ettväxande samhällsintresse för hållbar utveckling har ett ökat behov av utbildning för hållbarutveckling uppstått. Ekonomer och redovisare har ett stort ansvar i att implementera ett sådantsynsätt i sitt yrke. Syftet med denna studie är att bidra till ökad förståelse för integrering avhållbar utveckling i svenska universitet och högskolors civilekonomutbildningar medredovisningsinriktning.Vår studie innefattar Sveriges samtliga civilekonomprogram med redovisningsinriktningvilket uppgår till nio universitet och högskolor. För att besvara våra frågeställningar har vivalt att göra en kvantitativ innehållsanalys. En tvärsnittsdesign är ett vanligt inslag iinnehållsanalys och har använts i vår studie då den tar hänsyn till variationen som återfinns ide lärosäten som studeras. Studien har egenskaper av både deduktiva och induktiva inslagvilket resulterar i en abduktiv ansats. En analysmodell har utformats för att säkerställa entydlig definition av hållbar utveckling. Tidigare litteratur och forskning ligger till grund för deoperationaliserade orden som användes för att kategorisera studiens material.Genom att analysera frekvens och fördelning av ekonomisk, social och miljömässig hållbarutveckling bidrar således studien till ökad förståelse för hur svenska civilekonomutbildningarmed redovisningsinriktning integrerat hållbar utveckling. Genomförd studie leder till enslutsats om en obalans mellan de tre aspekterna av hållbar utveckling samt förklarar enharmonisering mellan svenska civilekonomutbildningars innehåll utifrån isomorfismen.Studien påvisar en tonvikt på den sociala aspekten av hållbar utveckling där ekonomiska ochmiljömässiga aspekter integreras mindre. Vi har visat på en relevans för kunskap i ekonomisk,social och miljömässig hållbar utveckling i redovisningsprofessioner. / Sustainable development is a development aiming to meet the needs of today withoutjeopardizing the needs of future generations. The fast consumption creates a lack of resources,risking to completely run out. International organizations discovered during the 1970`s that ahealthy environment needs to be prioritized to reach a societal development and an economicgrowth. To be able to reach sustainable development a balance between economic, social andenvironmental aspects of sustainable development is necessary. With a growing societalinterest for sustainable development a growing need of right education has emerged.Economists and accountants have a great responsibility in the implementation of a sustainableapproach in their professions. The aim of this study is to contribute with a greaterunderstanding for the integration of sustainable development in the Swedish programs ofMaster of Science in Business and Economics with major in accounting.Our study includes all of the nine programs of Master of Science in Business and Economicsof Sweden with major in accounting. To answer our research questions we have chosen toimplement a quantitative content analysis. A cross-sectional design is a common element incontent analysis and has been used to consider the variation of our selection. An abductiveapproach has been applied. An analytical model has been designed to secure a clear definitionof sustainable development. Previous literature and research has developed theoperationalized words of the four categories to be used in the study.By analyzing the frequency and distribution of economic, social and environmentalsustainable development our study contributes to a greater understanding for the integration ofsustainable development in the programs of Master of Science in Business and Economics ofSweden with major in accounting. The accomplished study leads to the conclusion of anunbalance between the three aspects of sustainable development. It also explains aharmonization of the content in the programs of Master of Science in Business andEconomics of Sweden by implementing an isomorphistic perspective. The result of the studyemphasizes the societal aspect of sustainable development where economic andenvironmental aspects of sustainable development are less integrated. We have proven arelevance of knowledge in economic, social and environmental aspects of sustainabledevelopment in the accounting profession.This paper is written in Swedish.

För att söka kunskap om förskollärares uppfattningar om det pedagogiska arbetet för hållbar utveckling i förskolan utifrån ett didaktiskt perspektiv har en grupp förskollärare intervjuats i denna studie. Detta med syftet att kartlägga vilket innehåll förskollärarna lyfter fram som viktig kunskap i sammanhanget och hur de beskriver sitt arbete i undervisningen för hållbar utveckling. Det handlar om att synliggöra innehåll, förhållningssätt och metoder i undervisningen för hållbar utveckling inom ramarna för förskolans kontext. Studien bygger på kvalitativ analys av empiri som samlats in med hjälp av semistrukturerad intervju. Studiens resultat presenteras i beskrivningskategorier indelade i ekonomisk, social och ekologisk hållbarhet. Det framträdande mönstret visar främst på: - en praktik som utgår från naturstudier av växter och djur med inslag av besök i skogen eller närområdet samt återvinning av material. Den ekologiska och ekonomiska dimensionen vävs samman. - att värdegrundsarbetet inkluderats i den sociala dimensionen av hållbar utveckling, ett namnbyte har skett: från värdegrundsarbete till social hållbarhet. Studiens analys ger en djupare insikt i förskollärarnas pedagogiska val kopplade till möjligheter och utmaningar som studien visar på i relation till arbetssätt och organisation i undervisningen för hållbar utveckling.

The purpose of this study was to explore the attitudes, beliefs, and practices of community college professors regarding education for sustainable development (ESD). In-depth interviews with 14 professors from different disciplines were conducted. The participants taught at Miami Dade College, Florida, a Talloires Declaration signatory since 2006, and all had attended Green Studies professional development workshops. Written documents such as assignments and samples of student work were used for triangulation. The annual report of the college’s Earth Ethics Institute and its Web site served as additional sources. The interviews were recorded, transcribed, and analyzed for common themes. The Talloires Declaration’s 10-point action plan and the key characteristics of ESD (UN DESD, 2006) served as the conceptual framework. The study found that the professors considered ESD an essential issue. The majority discussed the economic and social aspects of ESD; however, the environmental aspect was mentioned most frequently. The professors’ conceptualizations of ESD were influenced by their experiences and evidenced by the metaphors they used. Although their engagement with ESD differed, the professors expressed optimism toward ESD related teaching and learning. They regarded ESD as compatible with their subjects, and most had already been infusing sustainability into their courses or planned to do so. Additionally, the participants’ teaching practices reflected many of the characteristics of ESD. Even though the professors considered ESD challenging, they believed that they could make contributions to the college’s effort. The metaphor of “Planting a Seed” was frequently used to describe this holistic approach. The study also found that many professors regarded interpersonal relationships and communication significant factors for the advancement of ESD. The participants described several challenges to integrating ESD at their college. These related to time constraints, density of curriculum, institutional size and fragmentation, dearth of administrative support and incentives, students’ lack of academic preparation and sustainability awareness, students’ inability to focus on ESD because of personal, social, or economic circumstances, and professors’ frustration about a divisive atmosphere as a result of their engagement with sustainability. Despite these obstacles, the professors believed that ESD could be successfully woven into the community college experience.

„Ohne Nachhaltigkeit gibt es keine gute Zukunft“ betonte die Bildungsstaatssekretärin Cornelia Quennet-Thielen in einem Interview Anfang Oktober (BMBF 2015). Sie erklärte weiter: „Und ohne Bildung bleibt Nachhaltigkeit nur eine Forderung.“ (ebd.) Genau zehn Jahre sind vergangen, seit die Vereinten Nationen die UN-Dekade für Bildung für nachhaltige Entwicklung, kurz BNE, ausriefen. Der Leitgedanken der Nachhaltigkeit sollte über die Bildung Eingang in die Alltagswelten finden. Nun ist die UN-Dekade letztes Jahr zu Ende gegangen. Doch wenn ich mal ehrlich bin – trotz umfassender Bildung durch das Gymnasium und die Hochschule im letzten Jahrzehnt – so wirklich nachhaltig gestalte ich mein Leben nicht, und auch mein ökologischer Fußabdruck ist unverändert zu groß für unsere eine Welt. Erst durch die intensive Auseinandersetzung mit Nachhaltigkeit fühle ich mich in der Lage, diese als Handlungsanleitung zu betrachten. Biosupermärkte, Carsharing und selbstgenähte Einkaufsbeutel sind für mich nun keine Modeerscheinung mehr, sondern mein kleiner persönlicher Beitrag zum wahrscheinlich wichtigsten globalen Ziel des 21. Jahrhunderts. Wieso ist es den Bildungseinrichtungen nicht gelungen, mich von dieser Erkenntnis zu überzeugen? Meine Antwort: Für BNE fühlt sich niemand so wirklich zuständig. In meiner Abschlussarbeit werde ich deswegen aufzeigen, welche bedeutungsvolle Rolle das Leitbild der nachhaltigen Entwicklung im Geographieunterricht spielen sollte. Damit die Inhalte einer BNE auch jeden Schüler erreichen, benötigt die Lehrperson außerdem ein methodisches Grundgerüst, welches auf die Aktivierung aller Schülerinnen und Schüler im Unterricht abzielt. Ich bin von der Wirksamkeit des Unterrichtskonzepts „Kooperatives Lernen“ überzeugt und möchte dessen Vorteile eng mit den zu vermittelnden Inhalten einer BNE verknüpfen. Das abschließende Unterrichtsbeispiel soll aufzeigen, wie sich die beiden Konzeptionen in den Regelschulalltag integrieren lassen. zitierte Literatur: Bundesministerium für Bildung und Forschung (BMBF) (2015): Bildung für nachhaltige Entwicklung muss selbstverständlich werden. – https://www.bmbf.de/de/bildung-fuer-nachhaltige-entwicklung-muss-selbstverstaendlich-werden-1644.html [21.10.2015]:Vorwort Einleitung 1 Nachhaltige Entwicklung – ein Leitbild für die Schule 1.1 Das Leitbild einer nachhaltigen Entwicklung 1.1.1 Ursprünge und Definition 1.1.2 Zieldimensionen der Nachhaltigkeit 1.2 Bildung für nachhaltige Entwicklung (BNE) 1.2.1 BNE - ein globales Bildungsziel im 21. Jahrhundert 1.2.2 BNE als Handlungsfeld in der Schule 1.3 Der Beitrag des Geographieunterrichts zu einer Bildung für nachhaltige Entwicklung 1.3.1 Bedeutung des Faches Geographie innerhalb einer BNE 1.3.2 Ziele und Umsetzung einer BNE im Geographieunterricht 2 Kooperatives Lernen im modernen Unterricht 2.1 Das Konzept des Kooperativen Lernens 2.1.1 Definition, Abgrenzung und Bedeutung 2.1.2 Die Basiselemente kooperativer Lernformen 2.2 „Think-Pair-Share“ als Grundidee des Kooperativen Lernens 2.3 Die Umsetzung des Kooperativen Lernens im Unterricht 3 Die Bedeutung kooperativer Lernformen bei der Umsetzung einer Bildung für nachhaltige Entwicklung 4 Konzeption einer Unterrichtssequenz für die Sekundarstufe II 4.1 Analysen zur Begründung der Unterrichtssequenz 4.1.1 Lehrplananalyse 4.1.2 Grobziele der Unterrichtssequenz 4.1.3 Bedingungsanalyse 4.1.4 Sachanalyse 4.1.5 Didaktische Analyse nach W. Klafki 4.2 Detaillierte Stundenplanungen 4.2.1 Verlaufspläne und Präsentationen 4.2.2 Feinziele der einzelnen Stunden 4.2.3 Begründung des methodischen Ganges Fazit Literaturverzeichnis Abkürzungsverzeichnis Anhang

As sustainability challenges increase in both frequency and magnitude, there is a growing need for leaders who can deal with such complexity. Education for Sustainable Development (ESD) develops knowledge,skills, and attitudes to enable the development of such leaders. This thesis focuses on the elusive “attitude” piece, more widely referred to as the affective domain. The research team interviewed experts on affective learning in either higher education or ESD contexts. Additionally, staff members from the case study organisation, Teach for Austria (TFA) were interviewed to determine how affective learning can be further developed within their fellow program. The five-level model (5LM) was employed to frame the findings of each interview set to provide recommendations for TFA. A feature of the Framework for Strategic Sustainable Development, the 5LM provides a strategic planning approach that allows for easier adaptation and implementation of the findings for other programs that wish to learn from this research. Therefore, this thesis serves to provide recommendations for developing affective learning in sustainability leadership programs. Making affective learning explicit and empowering one to reflect their own affective domain and their perspective on the world can have a positive impact on their life, as well as on their environment.

Im folgenden Artikel werden die Anfänge des Reallabors Kiel als hochschuldidaktisches Lehrformat an der Christian-Albrechts-Universität zu Kiel dargestellt. Im Rahmen des Projekts erfolgreiches Lehren und Lernen (PerLe) an der Universität Kiel wird seit dem Sommersemester 2017 jedes Semester ein Lehrformat im Reallabor Kiel angeboten. Die Formate sollen transdisziplinäres Lernen im Sinne einer Bildung für nachhaltige Entwicklung fördern. Der Beitrag beschreibt die Grundzüge der Lehrformate, ordnet zentrale Aspekte in aktuelle hochschuldidaktische Diskussionen ein und formuliert Fragen, die für erfolgversprechende Umsetzungen von Lehrformaten mit Reallabor-Bezügen im bisherigen Prozess deutlich wurden.